Examining the Effectiveness of Positive Behavioral Interventions and Supports in Reducing Exclusionary Discipline for Students With Disabilities: A Systematic Review of the Literature

IF 1.4 3区心理学 Q3 EDUCATION, SPECIAL

Journal of Positive Behavior Interventions Pub Date : 2025-07-11 DOI:10.1177/10983007251335351

Sandra L. Sears, Xin Xu, Brandi Simonsen

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Abstract

We conducted a systematic review of the literature to examine the effectiveness of Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity at Tier 1, in reducing exclusionary discipline for students with disabilities. We conducted a comprehensive search using electronic databases Education Resources Information Center (ERIC), Professional Development Collection, Psychology and Behavioral Sciences Collection, PsycINFO, and Teacher Reference Center and identified relevant studies published between 2007 and 2023. After title, abstract, article screening, and contact with principal authors a total of 10 articles met the inclusion criteria. We systematically coded these articles, and results supported a positive association between implementing PBIS at Tier 1 with fidelity and reduced rates of exclusionary discipline for students with disabilities. These findings suggest that implementing PBIS with fidelity is a promising intervention for reducing exclusionary discipline. However, further research is needed to establish a causal relationship between PBIS and reduced exclusionary discipline for students with disabilities.

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检查积极行为干预和支持在减少残疾学生排他性纪律方面的有效性：文献的系统回顾

我们对文献进行了系统的回顾，以检验积极行为干预和支持（PBIS）的有效性，当在第一层忠实地实施时，在减少残疾学生的排他纪律方面。我们使用电子数据库教育资源信息中心（ERIC）、专业发展集、心理学与行为科学集、PsycINFO和教师参考中心进行了全面的检索，并确定了2007年至2023年间发表的相关研究。经过题目、摘要、文章筛选和与主要作者联系，共有10篇文章符合纳入标准。我们系统地对这些文章进行了编码，结果支持在一级实施PBIS与保真度和降低残疾学生排他性纪律率之间存在正相关关系。这些发现表明，忠实地实施PBIS是减少排他性纪律的一种有希望的干预措施。然而，需要进一步的研究来建立PBIS与减少对残疾学生的排他性纪律之间的因果关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Positive Behavior Interventions Multiple-

CiteScore

4.90

自引率

14.30%

发文量

期刊介绍： ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.